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AFTER READING
OBJECTIVES
  • Formulate an inquiry question that is connected to this week's lesson focus.
  • Effectively and efficiently
    find, evaluate, and
    communicate information
    related to an inquiry question using electronic sources.
New Literacies
Synthesize
Analyze
Communicate
Navigate/Search
Identify Questions
Day 5
Day 4
Day 3
Day 2
Day 1
OBJECTIVES
  • Identify the purpose and organization of print sources.
  • Use print sources to locate information.
Practice Book
Practice Book p. 49
with | without Answers
Practice Book
Practice Book p. 50
with | without Answers
NEW LITERACIES
Internet Inquiry Activity
EXPLORE UNIQUE QUALITIES OF THE WEST
Use the following 5-day plan to help students conduct this week's Internet
inquiry activity on the unique qualities of the American West. Remind students
to follow classroom rules when using the Internet.
DAY 1
DAY 2
DAY 4
DAY 3
Identify Questions Discuss the lesson focus question: How does
Yosemite reflect the unique qualities of the West? Brainstorm ideas for
inquiry questions about landforms and other natural attractions found in
Yosemite. Have students write an inquiry question they want to answer.
Navigate/Search Have students identify keywords to begin their search.
If a search is unsuccessful, help students revise their keywords. Point out
that government-or education-based organizations probably have more
useful and credible information than travel company sites. Have them
identify a few sites to explore in depth on Day 3.
Analyze Have students explore the Web sites identified on Day 2. They
should scan each site to locate relevant information that helps answer
their inquiry questions. Then, have them take notes or, if allowed, print
out information and pictures and highlight useful facts and details.
Remind students to record their sources carefully, including Web site
addresses.
Synthesize Have students synthesize what they learned on Day 3 by
combining information from different sources in a logical order. Remind
them to restate the information in their own words and add their own
ideas.
Communicate Have students share their inquiry results by creating a
travel poster describing an attraction at Yosemite. They can use a word
processing program to create the document and illustrate it with clip art,
drawings, or printed Web site photographs.
DAY 5
RESEARCH/STUDY SKILLS
Print Sources
TEACH
Ask students where they might find information on another national park.
Display examples of various print sources and discuss the purpose and
features of each type.
  • Print sources include textbooks, trade books, encyclopedias, dictionaries,
    almanacs, atlases, magazines, newspapers, newsletters, pamphlets, and
    other printed reference materials.
  • When selecting print sources for research, think about the purpose of each
    type of source. For example, history textbooks or trade books are good
    sources for information about people and events from the past; newspapers
    and magazines are good sources for information about people living today
    and current events.
  • To find information in a print source, think about its organization. The table
    of contents, index,     or headings show what information the source includes
    and how it is organized.
Distribute print sources with information on national parks to small groups.
Have each group study its source. Then discuss these questions:
  1. What is the purpose of the source?
  2. How is the information organized?
  3. Suppose you needed information such as camping fees or details about
    an area affected by a recent forest fire. Which sources would probably
    have the most up-to-date information?
Print Sources
ASSESS
As groups work, have them fill in a note card about the print source. Suggest
they identify the type of source, the title, and a description of the information
it contains. They may also record how it is organized, how current it is, how
easy it is to use, and how they might use it for a research project.
For more practice or to assess students, use Practice Book pp. 49–50.